NHCS Board of Ed. Agenda Review Meeting | October 28, 2025

001Jesse Barnhard >> here. >> Pat Bradford >> I am here. >> Judy Justice, >> Dr. Tim Merrick >> present. >> David Perry >> here. >> And Pete Wavore >> also present. >> All right. Um we're going to have the invocation and then um after the invocation I've asked Miss Barnhart to lead us in the pledge. Sovereign God, you are our Lord and the keeper of our universe. Your word reminds us we are your people and the sheep of your pastor. Today, as the board begins their meeting for the betterment of our schools, we thank you for the leadership, for every teacher, every faculty and staff member and particularly for our students. We pray for your continued protection over every campus and all of our students. We pray specifically that you will grant this board direction,

002wisdom, and clarity in their decision making so that whatever decisions they make will be for the improvement and betterment of our schools. We thank you for your guidance and your loving kindness. May we forever give your name praise. Amen. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Um I will entertain a motion to approve the agenda. So move. >> Second. >> Any discussion? Hearing none. All those in favor signify by saying I. I. >> I. >> Any opposed? That passes six to zero. Um, Miss Barnhart, if you could keep the time for me. Let us begin. So, we have [snorts] the call to order, roll call, invocation, presentation of

003colors, national anthem. Um, who would like to do the pledge for this month? >> I'll do it. >> All right. So, Mr. Perry will do the pledge. [snorts] We have the approval of the agenda, the approval of the minutes. Recognitions. How much time do you need for recognition? >> So, so we're going to say seven minutes for that. >> All right. and administrative none. >> There are none. So, >> that's excellent. Um, teacher voice 10 minutes, superintendent report. Yep. Uh, board chair report five minutes. Call to audience 60. Um, under information, we have one school, one book, Writesboro Elementary School. Does anybody have questions about that or comments? >> Um, just don't really know much about it. So, a little bit of knowledge now would help. >> So, I I wanted this to be on

004there. Do you want to take it? >> Um, the school is doing uh the entire school and its community is reading the same book together and they are sending videos home to parents so that they can read it with their kids. They're doing activities, extension activities at school. Just a great model that I was so impressed with. I wanted you guys to see it. Love it. Love it. Thank you. Good deal. >> How much time do we need for that, sir? >> Uh, 10. >> 10 minutes. >> Okay. >> All the awesomeness we got going. >> Okay. >> Um, next up is the new Hover County Schools transportation update. This was requested by Miss Barnhart. Um, how much time do we need for that? >> 60. >> Do what? Did you just say 60? >>

005Five. >> Miss Mason, >> Mr. Wore. Sure. >> Point ofQ. Are we going to have any attachments to that or is it just >> Actually, that's a good question because I was curious to know if you were looking for attachments. I've got something I can add to it. It's just some basic data, one pager. I'm happy to add that to it after or during this meeting. I can include that. >> M >> um Miss Bradford and then I'll come over here. >> Does this include anything on the stop arm? Do we have an update on the stop arm? >> Okay. Um I think you both have your hands up at the same time. So, um we'll go Dr. Merrick and then Mr. Perry. Um, I wonder if we could just get a another update on

006how many uh missing positions we have for buses. So, in other words, how many buses are having to make two trips? >> That's all. >> It's all part of it. Fantastic. Thank you. I just for clarity it is to um to talk about and you can correct me if I'm wrong to talk about how we're doing on employing um how we're retaining how we're recruiting and how everything's going as far as the bus bus drivers go. So it includes kind of all of that stuff. >> Um >> Mr. Perry, sorry. Um will we we'll this have any discussion as regards to um the uh the safety of some of our stops and whether um whether the I I know we've had a couple issues lately in regards to some of our bus stops being in

007the neighborhood of people who are on the list so to say uh which we don't want. And uh and also we also uh if there's any um you know having bus stops on very busy intersections is inherently more risky than if it was on side streets. Have we done any evaluations and will that be included in this? >> So I don't I can I can include that. I don't specifically have that. I was going to be talking about kind of where our numbers are, what our runs look like in terms of numbers and double runs. We've um as as those concerns have been brought forward, we've addressed those. I don't I'm not aware of any that have come up in the last few weeks. Um because I like to think that we addressed those and

008people were satisfied with them or at least realized that for now those stops were going to either remain where they are, they were going to move based on where we moved them. Um, we've got routers in positions. I mean, our routers in the department are essentially continually looking at the stops that we've got in place and based on feedback we get and based on observations, we move them as necessary. Um, but I can I mean, I can certainly go over that again at the at the meeting if you'd like. I have no problem with that. I don't specifically have data on on stops, but I can talk about it. Miss Barhart, the the goal for the class was to talk about um just where the fill positions are, where our ideal goals, we're trying to

009get to as a district, what we're doing, and those incentives and those initiatives. I know some of those um but you know, always the start of the beginning of the year, there's frustration because like my colleague said about potentially double routes or, you know, just longer time on bus. How is the bus app doing? Things like that. just all those things that as we are engaging with our people who utilize transportation of just where we're at some honest dialogue about that. So that was the intent behind it. I I don't think it's a bad idea to have a discussion about route placements and stops from the last just out of pure memory time we had a conversation about that. It was out of kind of a combination of things of why we have the stops

010at busier road sites and so of making sure every every turn in adds a couple extra minutes and when you're talking trying to get to people on time and maintain that. So, um if we but I might suggest maybe more than five minutes. So, it seems like >> there's some discussion. >> Let's do 10. All right. Um, next on the list is prek funding. This was brought forward by Dr. Merrick and I think it was an excellent point. Um, once this year is done, we need to know where the funding is going to come for our prek. So, I think that that discussion needs to happen. I don't know if anybody has any questions, concerns, or anything about that. Miss Bradford, >> right off the top of my head, will we have like a staff

011presentation on that? No, I won't have that. But I can talk about obviously it's going to come down to a conversation during our budget process about prek, but we can talk about I just got done uh with one of my listening tours at how and talk with them and got some ideas from them, talked about some processes. I think it's more going to be a global conversation about funding and what our options are. >> Great, Mr. Perry. And so I'm guessing this is just like our initial guide here is we're not going to be solving information. >> Right. Yeah. This is going to take a while to come up with a comprehensive plan on how to keep prek funded going forward. >> Right. Right. >> Right. >> So I'm going to say probably about 10.

012>> Yeah. >> 10 minutes. >> I have a question. um with prek I know we had said there are some ways um with the countyus of like what schools were involved and we've done some changes with that is is this part of the conversation and the discussion and then also I know it takes a while for prek centers to be NC prek certified but is that what you're going to be speaking to in this >> yeah okay >> because we have two sites that are solely only new Hover County locally positions if we can get them certified under NC prek. We can bill for those kids as well and that will at least help defay some of the cost. >> Mr. Wilmore. >> Um, totally off topic, but I would make a suggestion that Dr.

013Merrick, there's another speaker right right next to your microphone and maybe that way we can each other. [snorts] >> All right. Um, next is New Hover High School Rise. Oh, Dr. Mayor, go ahead. Yeah, if I could just add to that conversation a little bit. You know, we've had the conversation. We had a certain number of prek classrooms and then uh we we got some more from the county. They decided to do six more and then they rescended that this year. And based on all the statistics that show the you know graduation rate going up 40 plus percent, you know, for kids who go through prek. For all those reasons, I would like to have a conversation not just about how are we going to survive doing the number we are, but if we really

014imagine into the future, how do we expand prek? It it will third grade scores, math one scores, you know, all of that stuff. So, it's it's inherent in us to think long term and gosh knows what our next budget is going to look like. I understand, but I would like to have some sort of long range vision, you know, and I know that you've been looking at this very deeply and I really appreciate it, >> but I want that to be part of the discussion, not just next year. >> Right. And the benefits of universal prek. >> Yes, please. >> For this community as well. >> Um, Miss Bradford and then Miss Bhart. >> So, can we include in that a list of current preK enrollment and all that? Just like a what is where

015we are now? Miss Barer, >> thank you. I want to add it is on our legislative agenda, too. PreK is so as far as wanting to expand it and the desire to do that and I know that we have shared with our representatives the positive impact that we've seen in New Hover County Schools. So, it is something that as a board member when I when I talk to state officials, it is one of our priorities that we've adopted. So, um I don't know beyond that. I don't know if that's a beyond that question, but I do want to point that out because it is advocacy that I know I've been partaking in and I would hope that the rest of the board is as well. So, >> Mr. Wmore, >> and I just like to

016comment that uh I think that one, you know, there's not many things that this whole board is unified on, but I think this is one of them that we are that we all want to do and we see the the the vast benefits of prek. So, I mean, I think it would be and I'd almost like to say, especially because we're again spending a lot of time on it today, why don't we bump that up to 15 minutes? >> I was actually Yeah, I was actually thinking the same thing. So, let's move that to 15 minutes instead. >> Thank you. >> Absolutely. All right. Um, New Hover High School RISE program. Um, I know Miss Barnhart brought this forward because I if you haven't had the chance to go see the RISE program, you absolutely

017have to. It's just such a great program. And when they do their presentations, like just seeing, you know, the progress from the classroom to the presentation, it's just amazing what what staff and students are doing over there. So the the discussion I believe Miss Barnhart wanted to kind of have was how do we copy paste in other schools um and how do we duplicate this amazing program that a correct assessment of what we wanted what you wanted to discuss? Absolutely, Madam Chair. And um I mean just the growth that we've seen in these students is phenomenal. And so when we're talking about having challenging students and still helping them and equipping them to be successful and so I feel like the people who there's only a handful that are currently teaching in the RISE program

018teaching in TAS um to help replicate that through a mentorship and if there's an idea or potential of incentives with funding that they can be mentors to continue to replicate what this looks like or um I don't know if it's an endowment ask or those sort of things but when we see a program that is highly successful, I think it behooves the board to have a conversation about continued investment and expansion of investment. And so I would love to see at least 10 minutes for that. Um I know it's not a budget cycle for right now, but if we talk about this now, we can anticipate um as we move into budget cycle in a few months from now. >> And just a little side note, and correct me if I'm wrong, the um RISE

019program is coming next month for the teacher voice. Yes. Did we have that? We have that scheduled for next month. So, they'll be coming next month, not this month, to present to us, too. And you asked for 10 minutes on that. >> And Dr. Merrick, did you have >> All I really want to do is take this time that the public gets to hear to give Taylor Henderson a big pat on the back because, man oh man, that is some kind of a program. And any chance that we can give our educators their due, >> let's do it because she's done a fantastic job. >> Her and and >> some former staff as well that that aren't with us. um our former teacher of the year, Abby Nobles, who just her and Taylor worked so

020hard and just did a fantastic job with developing that program. And I know they've presented all over the place, too. So, Mr. Worth, >> I I just almost wonder if we don't want to sync, you know, since we're have, you know, instead of them us discussing it this month and then next month we're actually having them talk. Um wouldn't it be better to sync the two of them together so we can discuss it as they're here? And you know, like I said, we can pat him on the back or maybe I don't know if it's possible. I don't mean to put anybody on the spot, but I wonder if we we could flip-flop our teacher of the year discussions and maybe have a rise person come in >> this this month. Just either way, I'm

021just thinking it it just makes more sense instead of having a piece here and a piece a month later. >> I'll second that motion. >> So, um when we were making this that conversation did come up. Um, the difficulty is policy. Uh, Miss Miss Barnhart put this on the pol like requested that this go on the agenda last month and it didn't fit in last month, so it had to go this month. Now, as far as switching teachers, I don't know of the ease of which that could occur because it's kind of short notice to >> I know the the teacher who is for teacher voice next week has already sent in her her notes prepared and all that. It would sort of if we're gonna inconvenience I think it probably inconvenience us rather than

022them if we can. >> So just to give you the reasoning of why we put it on this agenda rather than waiting till next month. That's why but Dr. Hamilton >> I was just going to say I'm not sure the rise people could be prepared in time as well on the flip side of that. >> And I mean again there's this is when we talk about this stuff. So, if this is something that we want to talk about now, um we talk about it and if it if we want to send it another month, I I just am hesitant to um be violating any kind of policy. So, that's all >> I think there's been a motion and a second on the floor. >> I didn't Was there an actual motion? I don't think there

023was an actual motion. >> I heard a second, but I didn't hear an actual motion. >> I will draw. Yeah. Okay. All right. So, are we leaving it? Is that the the general Dr. Merrick? >> Perhaps we should really ask uh Miss Barnhart because she's the one that proposed it. Maybe she would like to uh weigh in on this. >> I I don't have I don't have any problem with listening to colleagues and saying next month is fine. Um I I think it makes sense to be able to talk about both those. I I just was open with my colleagues of saying that's what I want a discussion. I want a discussion about how we can incentivize and um replicate these awesome educators that we have. Um I mean they've they've been asked to present

024all over the state and I think different parts of the country. So to have them here is they're doing awesome work. So if if it's the will of the board to do next month, I'm fine with that. >> I would make a motion to move it to out and see what the vote is. >> I'll second. >> So, the motion is to move the new handover high school rise program discussion to next month's meeting. Members >> I heard that. >> All right. Any discussion? >> Hearing none. All those in favor signify by saying I. Any oppose? That passes six to zero. >> So all rise. >> You had too much sugar. >> All right. Um, next up is girls wrestling and that was something that was brought forward by Miss Barnhart as well. Um, if

025you would want to speak briefly to that and how much time you think you might need. >> Absolutely. I wanted to open discussion. Um, a year and a half ago, we granted Melany High School to have a all women's wrestling team. And I think it's would behoove the board to consider allowing a district-wide expansion of that. If we're talking about it's a positive impact for some of our female athletes, I think it's something for us to consider um for all of them. So, that was frankly the discussion. It was something that I had reached out when the Title N committee was formed to have a discussion to see about expansion. It didn't happen in this budget cycle. And so now I'd like to for us to have an open discussion about that prior to coming

026into next year's budget cycle. Um that's >> it depends on how much interest or not there is in the board. 10 minutes I think I I'll be direct and saying I want to expand it to have the opportunity to all of them. So that is where my mindset is right now. >> Okay. So 10 minutes. Miss Bradford, >> I would like to have, you know, all the every every bit of information we would need for that discussion instead of just starting off cold. Um what we have now, what we talked about before, because I'm in favor of it as well. But I I would like to have all the details ready for that for that on Wednesday. Miss Barnum, >> um just clarification, uh we have provided that um offer and authorization to all of

027our high schools. So all of our high schools have the opportunity to have a separate independent women's wrestling team. Um so I have information on how many um students we have participating and whether they are still co-ed or um they are operating as a separate team. Um but the ones that are not operating as a separate team, it's only because they don't have enough um women wrestling participants, but they have gauged that interest and and worked to recruit those. So, I can clarify all that if you want. >> I think you sent that in a weekly update at some point. Can you send that again so everyone can kind of repress? >> Yes, it's in it's in one of my board updates um from May, but >> pull it out and resend it along. Okay.

028>> Yes. >> Mr. Woodbar, >> is there a possibility we could get the Laney women's wrestling coach to come and be able to be answer questions from us? >> Have enough notice. We can certainly try. I think it's I would like to prepare the coach for what the question. So I think it it's up to the level >> whether maybe we can talk about how he or she I don't know he or she but how that person the coach uh you know got uh you know applicants and and participants and how how they recruited you know we can you know that' be my question just that way maybe we share it with the other high schools and maybe they can you know replicate that. Yeah. And I and I think the the point of our

029athletic directors and our wrestling coaches is they want to respond to the student interest. They're not going to require students to participate in women's wrestling, but anybody interested in women's wrestling, they're looking to form those teams, >> but I'll provide that update that I sent um a little while back and I'll send it to the top. >> Okay. All right. Next is the CSI grant and that was another um item that Miss Barnhart had brought forward. So if you want to speak to that as well and just how much time you you think we need to spend on that. >> Thank you Madam Chair. I know this is the final year about the CSI grant. um two of our low performing con consistently low performing schools were awarded it. And so to talk about the

030success of the program, to talk about um if we're able to apply for another grant and if it would potentially be the will of the board to submit basically replicate an application to the endowment, if we've seen success and what that looks like because if we're again seeing programs that are working and positively impacting and closing the gap for our students, I think that we need to be replicating those programs. >> How much time do you think we need? five minutes, 10 minutes. >> With all due respect, I do not have the data for that. So I as far as being a presenter on this, if that is the will of you, Madam Chair, for me to be present on this, then um I'll have to get with the subject matter expert, but that is

031the intent behind the ask when I made it. Um, so I do not have a timeline, okay, about those things, but because I was not interested in being a presenter on the CSI grant. >> I can certainly present. It's fine. I'll pull some data together and share with you guys. >> Perfect. How much time do you need? >> Um, five 10 minutes is fine. >> Which one? >> Five. Miss Bradford, I saw your hand up. >> Yes. So, my question would be, as Barnhart said, could we ask the endowment for it again? But was it endowment asked for? Did they grant that before? No, >> it's a state grant. >> Madam Chair, I'm sorry. >> Um, Mr. Perry, >> um, wait a minute. If we're not if we're done with this one, then if we're

032not done with this one, keep going. Okay. >> Yeah. Nice. >> I just want to just highlight the fact that this is under information. So, it's not like we're going to vote on sending it to the ender again at that. We're just collecting and hearing so that we can consider for the future. Yes. Yeah. At some point we need to have a a general endowment discussion and how many requests can we make a year and so on and have Dr. Barnes explain his process because it's his process. >> All right, Mr. Perry, >> before we move from information, I just um I don't at this point I just wanted to mention that uh you know I I submitted a request with a second to add an item to get Mr. Ed Burton to come to

033us uh we thought maybe in August uh to give us uh um a presentation on uh the importance of a security and data uh audit for for our school district uh in the it's now October. Um I was hoping that it doesn't have to be this month. It's probably not enough notice for him now, but if we could get to work on contacting Mr. burden in scheduling a time frame to come. I would appreciate it. Um, I'm looking back to try and pull up that document because to my recollection there was no second listed on there and I'm not finding >> it was just information but there was no um not finding the link right now for some So I there was no second when I when I when we were planning the agenda at

034that point. So that's why it has not gone on. >> Um just for >> Yeah. So I'd like a motion that we get it on there at some point too. I got a second. >> Is is this an appropriate time to ask or do you want to go through that form? Uh that >> I would recommend going into the form and getting the second and putting it in there again. That way it's in there and we can have that. >> I did that first. >> But you need a second on that. So >> you need a second. There was no second. So >> sorry, Mr. Chair. I'd like to just inform the board that um just was made by Mr. Lance that our cyber health assessment is scheduled for January and that's being done with

035the state. We're just going to add that in there. Dr. >> Can you say that again? December. Don, I can hear you. MCNC is we work with the state and so they are coming to do a cyber health assessment for us and that's in December >> December. Okay. >> So >> I would I think the >> um the chair did not recognize >> uh Mr. Perry. >> Yeah. I mean I think the the focus of this uh fellow thing is that it's important to have an independent third party uh audit of the situation and not just simply take whatever the state gives us. Um we often do that for financial audits and everything else. So I think it be helpful. I think that's what it's not it's not tying our hands that we have to

036do that. I think he wanted to come what the reason rationale was for having a third party independent audit of our technological security risks. Miss Bradford, >> if we were going to solicit a third party to do an audit, would we not need to go through the RFP or the RFP process? >> I would assume so. >> Mr. Perry, >> yeah, this um this man uh that's coming his his firm does not provide those audits. He just come uh he is coming to speak on why they are important. So there's no conflict of interest. He would not be one of the vendors that we if we decided to go with the third party on he would not be one of the vendors that would be he's not pitching himself for this he's just pitching the

037idea that we we should do this uh he would not be one of the vendors >> okay bar >> thank you madam chair I think >> you said that discussion then or you were able to speak more of what was the topic of discussion because I thought in the conversation was somebody's going to come and discuss about a third party audit and performing that but it's not it sounds like it's not that so I don't know first >> okay >> interested in the discussion I just I'm confused on what the discussion is if it was somebody just advocating that do a third party audit. >> So, >> I have the I have the request right here. I can read. Um, it says, "I would like for us to invite Mr. Ed Burton to speak to

038the board and give a presentation. Um, he will be discussing why it's important for the school district to receive periodic data security and privacy audits on its information systems. Um, and then it discusses scheduling for him." So, >> uh, Miss Bradford. So, Miss Brinson said we have a cy cyber assessment coming next month. And is that an in-house cyber assessment or is that a third party entity? It sounds to me like we have what's coming already coming and I'm confused. >> It is a third party. It's coming through um NC State University. >> Okay. Thank you. All right. Next is uh consensus items. So starting with uh disposal of surplus property. Does anybody have any questions regarding that? >> Mr. Perry, >> um I think we had this discussion before, but could somebody remind me

039there is no legal way we can offer first dibs to our employees. Is that correct? >> Too bad. Thank you. All right. Next, contracts extending into fiscal year 2027. Any questions on those? Okay.U uh with 100 black men of Coastal North Carolina to provide mentoring, academic support, and college career readiness preparation for middle and high school students for a term of three years. Anybody have any questions on that? Miss Barnhard, >> is this the same? It says for three years, but a few years ago there was some discussion of changing theou and so is this consistent with what is currently in place or did we have to update the M for this time around? >> No, it's refreshing the one that was already there. >> Okay. >> I mean, the one that we had expired

040and this is the new one. >> Yeah, I I know from the previous one that we signed off on it was there was some in the discussion. So, this is now consistent with those with what we're currently doing. That's all I need to know. >> All right. Question, Miss Bradford, >> can we update the agenda for that to to put what it what it is the mu for the 100 black men so that anyone looking online to the agenda would know what we're going to discuss in case that's of something of interest to them. >> I mean, we could probably add it. I mean, it's under the main point, but >> but it's only there's only one under, right? >> Uh, yeah. Okay. Yes. just title it, I think. >> Um, all right. So, next

041is the contract with Eastern Data Comm. Um, >> sorry. >> Oh, I'm sorry. >> No, it's my fault. I waited till the last minute to raise my hand. >> Dr. Mary, go ahead. Um, but I like what uh my colleague across the way is saying is that if someone were watching our meeting today that it's not on the board, they're going to see anou there, but they don't know what it is because they can't see it online. If they go to assembly and they wanted to find out what thatou was, they couldn't see it >> because the November meeting is already is still blocked off. >> Yep. So, this is kind of the drum I've been beating for a while is that I want people to be able to engage with this meeting, know what

042we're talking about, but they can't unless they can see the November board uh agenda, which is still blocked off. Right. I think it's important that we make the November the the coming board agenda with all of its notes available to the public by the time we have our agenda review so they can follow along. We want public engagement. Can I make a motion to include to ask our IT department to open up the board minutes and agenda? Sorry, not the minutes, the board agenda for our regular meeting in time that anyone watching our agenda review can follow along. >> I think that's related to policy. So, I don't know if that motion is in order at this point because I think in policy we have the time frame mapped out. If we want to bring

043that to policy, that's something that we can do. And I know that we've talked about it in policy before, but I don't I don't believe that that motion would be in order since we do have policy already in place. If we want to make the adjustments to policy, then we can do that at some point, but I again I don't think that that motion is in order. >> I I think that in policy it says at least >> and the time, but it doesn't say not before. So I don't know that it would be in violation of policy. I I would have to go back and read the policy, but I don't believe that it would be against policy. But I should ask our policy chair across the way if you have a better recollection

044of that >> to know the board. >> I will look to speak to that. You're not required. But do you want to speak to it? >> If you know I don't remember it off the top of my head. So I I'll look it up quickly though while you guys continue talking. I'll >> madam chair just for clarity. I just sometimes it just says memorandum of understanding and then when we get into later on in the week it has a more specific and that's all I was asking for because I had to look and see what it was. But if it had said what it was, a refresh on the 100 back, then I wouldn't have had to look because I would have known what it was. That's all I'm doing. Trying to save some time.

045Gota. Okay. We will come back to that the um board members previously um in a couple minutes. Um next is the contract with Eastern Data Comm. What's it for? I see its technology. I see it's 53,000 and 37,000 it totals and it's it's a long it's it runs through 27. What does it do? What what are we getting for that? >> It's our it's our backup system. So it backs up our email as well as our storage. >> Okay. Was that there somewhere and I could have found it? >> I thought it was. I'm looking for it now. Oh, it's 90 and 90. It's almost 91 and 91. A total of Yeah, it's it's $90,9720. And um yeah, in the in the main points, it talks about the email messages um being archived. Uh, and

046I left off this data storage, but I can add that to it if you want. >> Dr. Mer, >> sorry, I'm I'm going to try to save us a little bit of time. I believe I found it in policy 2335, advanced delivery of meeting materials. >> And again, it just says at least five days. It doesn't say it can't be before a certain time. And it does say later on that it would be made available as soon as possible. >> And if it's being delivered to us, it is certainly possible to be delivered to the public. >> Mr. President, did I see your hand up? >> Yes, Madam Chair. um the justification for the language and the policy change. Um when we were researching changing policy because there was lots of different um advanced notice

047of materials and different meetings and times and so we tried to remain consistent with the law of expectation of law because otherwise we'd get ourselves in trouble. Um I understand the premise that my colleague is speaking of to have notice of materials but the point of this meeting is allow for this body to come together with the opportunity to ask questions. Um some of my colleagues remember serving when it was only you were selected two or three at a time and those were the people who got to see the materials before the board meeting and then everybody else got it >> the day of day of. Um, so this meeting and the creation of this was intentional to bring us all together so that we could formulate and have those questions. I do not see

048it being essential to have it ready. There's not a speaking opportunity of public engagement at this meeting. However, I do feel it necessary to have them ready prior to our regular meeting where there is an opportunity for the public to speak. And so because of those reasons, I I feel the language and policy is consistent with law. Um, and it's not necessary to make those changes in hopes to do that. The point of this meeting is for this body to have the opportunity to come together to discuss. >> And Mr. Perry, >> uh, in case you didn't get it, I'll second your motion. Um, the I think that if there was a technological way, and this probably a question for our IT department. Um, I think the only um the only issue with it making

049this available to the public is is is to not uh earlier than it is now in preparation for this meeting so they can see this material and see the extra details that we can is because they they still could send us an email or let us know. Um, and but the only problem I see is that I think some people might assume that whatever we have up for the November meeting right now is what actually is going to take place. So I don't know if if there's a technological way of being able to say draft or something, you know, is there such a way we can distinguish it so that people know that this is just the presumed agenda? Of course, it's all subject to change. We have to approve this the agenda for next

050week's thing. But but people should kind of know that. But if we make that more clear, I think there will be I don't see any objection to it. >> Dr. Barnes, >> Chris [snorts] and I were just discussing. I'm not sure and maybe we need a little bit of a legal definition of this, but if we post the agenda and post it now, you can't change it. >> Correct. And part of the reason for this meeting, like if you if you post an agenda, here's what we're discussing next week, if you post it in its entirety, it can't change without a vote on board. Part of the reason for today's meeting is so that I can get our or you know, senior staff on board, ready to roll. We've made changes to this what we're

051doing next week, even today. So, I would just be a little concerned about >> I'm just worried about turnaround times for these guys. >> Yeah. Burdens. >> Um I I don't want of course run a file with any of our legal uh requirements. I think it would be easy enough to say proposed or draft draft agenda for our regular meeting. And then the only extra step I think our staff would have to take and they have to do it anyway because based on what we do today, we're going to change slightly the agenda for next week. Like we're going to take off the NHS rise program, right? So that has to be done anyway. And then the staff would just have to take off the proposed or draft and say, "Okay, here's our agenda, right?"

052And then legally it can't be changed. >> Mr. Point of inquiry um to Dr. Merrick's motion. Is he advising or or recommending or making the motion, I guess, that we change it to be released the day of the agenda review or earlier than that? >> Dr. Merrick, could you speak to that? >> My concern is that anyone tuning into today's meeting online, right? We almost never have public hear, but I think last I saw statistics, we had around 250 people watching the agenda review. That's that's my memory. I could be wrong. Um, but if they do watch it online, they can't you maybe it's up there on the screen, maybe it's not, or maybe they, you know, get a quick glance at it, but they don't get a chance to to know what is this

053100 black men from the coastal North Carolina. They don't know what that is. They don't they can't read about it. >> And so, we're talking about it quickly. We say, "Yes, great." And then it doesn't give them time to maybe weigh in uh do some research before next week's meeting. Uh, I think and especially this has come from the press. I I don't mind in saying that they're trying to follow along and keep the public up to date on what we're doing, which is kind of their job too, right? I just don't I don't I don't understand the resistance in letting them see like there's no secrecy here. We're a public body and every everything we do is in front of the public. >> Bradford and then Mr. question and one follow up. Is there

054a motion in the table with a second? >> I would move to amend that to send it to the policy committee since it would require a policy change. >> I'll second you want to speak to that amendment. No, I was going to ask because I don't think my question that I had >> was answered >> was ever answered. I didn't get that clarification. >> Let's um since there is an amendment, we need to focus on the amendment for the moment. >> Um is there any discussion on the amendment? Dr. Merrick and Mr. Perry, >> based on my reading of the policy, it does not preclude us from sharing with the public what we already have. So, in my mind, it does not require a change in policy, per se. It would simply be a change

055in procedure, and that's what I'm asking for. That's the motion. And to answer your question, I'm so sorry that I didn't. Uh I would be quite happy if it was uh on available the day of agenda review so that when they tune into agenda review, they can follow along. >> Same thing. >> Okay. So the motion is the amendment is to refer. >> The point of clarification committee >> point of clarification is it in the opinion of the chair andor the legal council that this is a policy change or not that needs to be established first. >> The opinion of the chair is that this is a policy change that needs to be made. >> Never mind. I'm good. So thank you chair. >> Nope. Okay. So the motion is the amendment is to refer

056the previous motion which was making meeting notes available the meeting available to the public on the day of the regular meeting and that would be policy 2335 we said >> 2335 >> delivery >> sorry policy so there is a motion to refer policy 2335 the amendment is to refer policy 2335 ified to policy committee. Is there any further discussion on that? claritywise I I understand it it's an awful lot of talking and hard to regurgitate it again but to be clear because it's even hard for me to explain ex concisely that we that we ask policy to review allowing the public to see what is on all the meeting notes for our regular board meeting by the time we have agenda review meetings that's clear >> okay so the amendment is to refer refer policy

0572335 to committee with the considerations of public access to documentation. All those in Well, Miss Lou, will you call the role? [clears throat] >> Mr. >> Sure. Sounds like a good time for me. >> Sure. Mer. >> No. >> Mr. >> No. >> And Dr. >> Yes. >> That amendment carries. >> Um so now on the original motion, we need to vote on making the changes. to policy to provide access to documentation. That's the original motion. Yes, >> there there's still a motion on the on the table, right? Second motion that I'm that I'm >> this is so I think for future when we start to make motions more often, I think for more clarity for the public and for more clarity for each other so that we know what we're voting for. Um if

058we could start writing them down would be extremely helpful for everybody. That way the chair can repeat them um and everybody can be on the same page and it's not changing the verbiage and it's consistent across time. So just for future reference when we're making motions, if you have one that you want to make ahead of time, I would request that you write it down and you um send it over to the chair when you've made it so that the chair can can um appropriately read it. Um was it still uh Mr. Perry? Um, at least I know it was framed as as an amendment motion, but was it I'm asking the chair to clarify that it was not a replacement motion. >> It was an amendment because she took his request and wanted to

059rather than vote on it now, send it to refer it to committee. So, so his request sent to committee >> and we just passed that, right? >> We sent we we passed sending it to committee. We need to vote as the amendment. We need to vote on the whole thing. So, his request the vote we just did just for clarity and again this is why we need to write things down so that we have that clarity. The amendment was referring that request to committee. So, we voted in the in favor of sending that request to committee. Sending it to committee. Now, we're voting on the whole thing. Trying to separate them. It is difficult to separate them. >> So, Dr. Merrick, go ahead. >> I I think what we just voted on was to amend

060my my motion. Yes. >> And so, we we did vote on that. We didn't actually vote to send it to committee. We just voted to amend it to sending it to committee. So, so far it hasn't gone to committee yet until we vote on the we vote on my motion now. So, now we're voting on >> it's >> and am I correct in that ma'am? >> Yes, that is. Yes. Thank you for rearranging that. My brain is not quite. >> All right. So, now we're voting on sending that to committee, referring that to committee. Uh, Miss Buie, will you call the role on that? >> Miss Brackford? >> No. >> Miss Mason? Hi, >> Miss Barnhart. >> No, >> Mr. Perry. >> Hi, >> Dr. Mary. >> Yes. >> And Mr. >> Can you repeat

061that, please? >> So, we voted on the amendment that we would add sending it. The whole thing is we're it was moved that policy 2335 was referred to committee to make changes to provide access to documentation to the public earlier access to documentation for the public and >> I am correct that that would have to come back for the whole board to be voted on again >> then yes okay that motion carries All right, back to the agenda. Um, so are we we were on the contract with Eastern Data Comp. Is there any other questions on that? >> Could I add a clarification? >> Yes, it it is just email. It's not the storage also. So that's archiving just our email >> for staff and students. Oh, >> okay. Thank you. Next is uh contracts

062and purchase orders 100,000 to 300,000. Any questions on those? Okay. Um after that the 2026 2027 traditional calendar. Questions on that? Dr. Merrick, the CE, >> we we have been getting a lot of mail about this. I think it would be weird if we didn't talk about it. I think that there's an awful lot of concern out there and I think that we should address it in our regular board meeting. So, it might take I would at this point recommend, you know, pulling from consensus to have a conversation. >> So, that can be something that we do Yes. next week. Um, so as far as consensus item times, um, I'm going to say 15. That way we have the 10. >> You would recommend 10. >> I think 15. >> I'm going to stick with

06315 just just so that we can have just a little bit of wiggle room. We did eliminate one thing from from the agenda already. And I do know that there's not many policies that we have. So, um, There should be a little little more flexibility in the in the schedule. Um, >> point of clarification >> meeting, Miss Bradford, >> we will go over the presentation right on at that meeting, >> the traditional calendar. That I think would be a reasonable thing to go over um the calendar, a revised version of the calendar presentation. >> Well, I I know that board members were invited to have Dr. Hamilton give that to us, you know, in person and so we know, but the public didn't hear it. So, um, if she shares that knowledge with the public,

064maybe we're we won't have to take a full 15 minutes of talking. >> Are you okay with that, sir? All right. Um, policy. >> I was actually pulling my mic towards me to say the same thing when Dr. Merrick did me to the >> um policy. policy chair. >> I I I I you know totally agree with Dr. Morgan. I think at least 60 minutes >> probably 10 minutes. I think not even probably use that but >> go with 10 to be on the safe side. Um, so when we were making the agenda, we had discussed the addition of um, I've had several conversations with Miss Geller about the board scholarship and I I believe I mentioned that to several of the board members. Um, and we did have it on there, but I think

065that somehow it slipped through the cracks. So, I'm going to move that we add that back in. It would be the board board scholarships under um, >> new business. I'll second that. >> Okay. Um any discussion? >> And I can provide a little more clarity on that once we vote on >> how much is the how much uh do we expend on the board scholarship? >> So th this is monies from the county commissioners that we as a board um every year have teacher candidates um students within our district who want to be teachers come. they interview us or they interview we interview them and then we determine um if they if they qualify for this scholarship and we award that and there was a ceremony I don't know if you remember there was a

066ceremony last year um so the difficulty uh is that we've has limited applications and so we want to make sure that we are being good stewards of the money that the commissioners are are giving us for this and we want to make sure that we're we're also getting some benefit from the teaching um coming act. And so, uh, Miss Geller and I have had several conversations about what that might look like. And I think like talking that through as a board, um, how we can better invest in in students and how we can better invest in our schools and kind of make better use of that money because some of it isn't getting used. So, we want to make sure that we're we're being good stewards. So, Mr. Perry, >> so would there a vote

067to be had on this or so? This would be on information. >> No, this is new business >> because this is I mean this is a discuss I don't know if there's a vote that's necessary, but this is a decision that the board's going to have to agree on. Um so maybe there will be a motion. I don't foresee it being >> contentious in any way. I think that we all want to do what's best for students and get better like get the best of the best of the best in our schools. And so I I I don't think it's going to be a contentious thing. So, it it is under new business. Um, Miss Bradford and then Dr. Merrick. >> Oh, I'm so sorry. Wait, Mr. Wilbur, >> you're fine because he actually asked

068my question. So, >> Oh, you're good. Okay. >> Is is this I remember the end of the selections last year. You had some specific ideas. Are those the ideas that you've been discussing with Miss Mason? >> There are. Yes. Dr. Barnes's ideas. >> I don't remember what they were, but they were really good. I remember that part. >> Yeah, they were amazing. Um and then based on our conversation and looking at our data as well like in in terms of our recruiting vacancy data, we'd just like to make some recommendations based on our conversation. Um some you know just some thoughts about different ways to I think um leverage the money that we have and keep in line with the intention behind the county commissioners in providing that funding. And will it include any information

069on the number of receivers who don't complete and then there's they have to give back the money. That's the part I really want to keep from happening again. And you'll include some of that. Okay. Good. Thank you. >> Yes, ma'am. >> Dr. Well, I'm gonna have >> I can wait. I can be patient. >> I'm I'm not I'm patient man. Go ahead. >> Go ahead, Dr. I was just going to say we're so excited as well because uh Miss Geller and her team have worked to reinvigorate the teacher cadet program at several of our high schools >> working collaboratively with the teach with joy network. So we're excited to see that that may also take care of some of those issues as well. Sorry. >> No, you're fine. >> Just a really quick question. How

070much is that award from the county to be used? So, as it stands right now, it's $7,000 per individual, and we anticipate four per year, but at the same time, we're also paying for those that are currently within their four-year cycle. I want to say it's a little over 100, I think it's about $125,000. So, um because it's a it's a sort of a moving target, right? A four-year rotation. So, I'll bring that information from the earliest that I have the the um records. I know COVID was just a challenging time for everybody. So, I've got some good data that I'd like to share with you. That way, you all can make um you know, a well-informed decision should you choose to take it a different direction or request a different direction. >> So, there

071is a motion on the table to add scholarship under new business and it was seconded. Um any further discussion hearing? None. All those in favor signify by saying I. >> Any opposed? That passes. six to zero. Um, >> how much you want to make for you? >> That we're gonna say I think 10 10 minutes should be should be done. >> I'm glad I heard you. >> It's okay because that's what >> is that what you said? >> I was going to ask how much time you know >> 10 minutes. >> There you go. That's it. >> Um, close session. We're going to leave on there. I don't know is we need it, but we'll leave it on there just in case. Uh, personnel report, correspondence, announcements, and adjournment. Where are we at with Miss

072Burner? >> Um about 3 hours and 40 minutes with the break included. >> Yeah, there we go. >> I know. I know. Stepping it up. >> Knock on the wood everybody. >> Yeah. >> Amazing question. >> Uh Mr. Wore, >> the personnel report would be there after this >> if we needed. Okay. Only if we needed. Okay. And then Miss Bradford, >> I would just um let you know that sometime in the early part of next year, I will be bringing a motion to limit these meetings to three hours instead of four. Three hours instead of four. So just be prepared for that. Be thinking about that. How can we consolidate so that we don't spend two different meetings four hours each where we drag the whole staff out here and we spend all this

073time. I don't know of any other body. I don't even think the council of state has four-hour meetings. So, we need to shrink these meetings. All right. Um, it is 3:00 and so we can continue on or we can take a five minute break. Continue. >> Okay, I'm going to continue. >> Continue. >> Okay, we're going to continue. I hear more continue than five minutes. We'll take a break in a little bit. Um, up next is up. The next item is school improvement plan. Mr. W. >> Hi. >> It's not a podium. Is it okay if I just go? >> Yes. >> I am not ready. >> He doesn't need a mic. >> But I'm better at standing here than microphone. >> That's for online listeners. >> I feel like Bob Barker. >> Parker. >>

074Yeah. Wrong generation. >> Bob Barker. >> Bob Parker. >> Okay. So, I'm here to inform you first of school improvement plans. Um, but just recognize that this is information for you now that you're going to be voting for next month. Every year, our schools work through the NC Star platform to do school improvement plans, which is an opportunity for them to set new goals for the school year and to develop action plans and action steps that we use throughout the school year for school performance, for student success, and for overall community engagement. We use the NCAR platform for that. I'm going to walk you through how to access it in just a second. Uh schools are only required to receive approval for those school improvement plans every two years. However, if your school receives a

075low performing designation, then your requirement is to receive approval from the local school board every single year. So what you're going to see in the December agenda meeting which occurs in November is the action steps that those low performing schools have created for their schools and the goals that they are wishing to obtain during the school year. So those are going to be already available and the schools are working on creating those now and have been working on those since August when we initially received preliminary report of those designations. last week the parents and the communities of those students received messaging or they may be receiving it today or tomorrow. The deadline being on Wednesday. So once they receive that parents are able to access our all excuse me all of our school improvement goals

076and plans for any of our schools. Now, for the record, any parent at any time can go to any of our school websites and view all of the goals, the missions, the action steps, and the opportunities for them to provide um stakeholder input all throughout the year. So, this is actually a live binder. It's a live uh opportunity for them to see things that happen in real time. So, I'm going to use an example today. Today I have Blair Elementary School Bulldog. Blair Elementary School is uh one of our favorite places. It is home to the Bulldogs and my wife. So, we're going to click on the about us section. And in the about us section, all you have to do is click on that link that says school improvement plan. It takes you directly

077to a page that has a link with a username and a password. any person can go to this website, pull that username and password and log into the system to see the school improvement plan that's already available. So if you click that link there will take you to Industar and Industar is just the national program. We use the NCAR portion of that for North Carolina school improvement plans. This is done by everyone across the state. Uh so we have already opened one and if you put your username and password in it would take you to Blair Elementary's uh our direction page and this is just an opportunity for you to see the vision, the values and the mission that every single school has crafted for themselves. All of these schools receive reports from both the

078school district and the state regarding coaching comments and supports that we can do uh throughout the school year. Primarily, one of the things that we want you to do is to click on the comprehensive report. And the comprehensive report will show you again the mission, vision, and goals for this school year. And then as you scroll further down, you will see action steps that the school is working towards completing throughout the year. Some of those action steps might be a 3% decrease overall in office referrals schoolwide along with a decrease in the amount of students receiving office referrals. You scroll down again, just to give you another example, um, NC PAL support with a K2 focus, fifth grade expectations assembly. So, some of these things you may see have already been completed. And you'll see

079action steps with deadlines in one column and then the furthest column to the right will be a date that they completed that action step. If you don't see any date there, that means that it's something that's in progress, hasn't happened yet, or will be happening soon. So this is just information now and I do want you to know that over the next few weeks the schools uh the schools have provided that opportunity to parents for engagement and they are seeking feedback. They take that feedback into consideration. They use that feedback to finalize these and then we submit them to you in December. So the goal for us today is to inform you that they are there and you can begin looking at them. I'm going to provide you printed documents before we go into the

080December meeting so that you have them ready for you to review. But for now, you can click on any school's website and go to that. And it's not just those low performing schools. All of our schools are updating them in real time for school improvement. School improvement plans have really changed over the past few years. Back when say for instance, some of us had more hair than we did when we were creating those school improvement plans. They were three ring binders that sat on our desk and really did nothing but collect dust. Now those programs are live. Every single month we update them. Every single month we hold meetings. Every time we have an opportunity to change something for good, we add it into the NC Star platform. So I'll pause there and see if

081anybody has any questions. >> Dr. Merrick. >> Yes, sir. First of all, thank you. Um, second of all, so any person can go to any school regardless of whether they have children or not >> and and weigh in on how the school is doing, >> right? So, an opportunity to weigh in would be by them contacting if you go back to the school link and it has the how to contact us, they could contact the school or the school administrator and say, "Hey, I noticed this in your school improvement plan. Have you thought about this? Have you considered this artifact?" any person can submit that. Uh most of the time it will be to do a submission. It's from a a stakeholder from the school, but uh our schools are available to take any input

082at all. >> Mr. Woodwork, >> can you uh remind everyone who's on the school improvement team that would be together? >> So the school improvement team consists of members of the school leadership team. It may be uh principal, assistant principles, instructional coach, MTSS coordinator. They then have a person that's called the sit chair. that is the person who's elected by the school each year to represent and run that program. We also have somebody called a process manager. They're in charge of uploading all of this information into the system. And then we have representatives from the school, teachers, staff members, custodians are on our school improvement teams. Uh my son is a member of his school improvement team at his school. And so we include students and we also include parents, stakeholders, community members that want

083to be involved especially if we have a community entity that is heavily involved in the school. We'll oftentimes ask them to come and participate and be a part as well. >> Thank you. >> Um Mr. Perry and >> do you um are there any like reports that you can view that show like the progress towards meeting uh these goals that that people can see how are we doing? Absolutely. So, at the end of the year, every single school does what's called a comprehensive snapshot. And that snapshot is made available throughout this program. Uh when you click on that snapshot, the one thing that's interesting about NC Star is that it's called a continuous improvement model. So, anytime we get really close to a goal, let's say for instance, we wanted to get to 90% reading

084achievement level in third grade and suddenly we had 88% at a school. That sounds great, but the school's going to look at that and say, "Man, we're getting ready to rock it past 90. Let's move the needle. Let's go to 94." And so, a lot of times when you see a goal, it might look like, man, they didn't quite get there. But in reality, they got there so quick that they decided they wanted to move it a little bit further. What you want to see with a goal is that there is something that makes the school stretch, makes the school challenge itself a little bit, and then you want to align that goal with the action steps that help them get to the next level. That's something we're going to talk about with the strategic

085plan in just a minute as well. Thank you, Miss Barhart. >> Thanks, man. Chair, um I know you said every year the low performing schools submit one. So, how many are we looking at? >> Yes, ma'am. So, we have 10 different schools that are going to submit for approval for you guys in December. All of the rest of the schools in our district, regardless of meeting growth, exceeding growth, or not meeting growth, any of those other schools that are not considered in the low performing designation, theirs have already been approved. You're free and welcome to look over them, but you will not have to approve those in December. They will be back up for approval in October of next year. >> Dr. Merrick, I saw your hand, too. >> Yeah, thank you. I'm I'm trying

086to weigh the the pros and cons. I love the fact that you're making this so available to public engagement. >> Mhm. >> Uh and I think it goes along with our state laws and everything else in terms of making sure that the parents especially have access. >> Sure. >> What is the I I can also see that it could it could it could cause trouble should one advocacy group or another decide to you know bombard you with with a lot of concerns. Is there if one person gives feedback, what's the what can they expect to hear back from the team? >> So if I had a principal that received feedback, typically they're going to reach out to their ED and say, "Hey, I got this feedback. Can we sit down and go over it?" And

087the requirement is that if there's feedback that's received, they open up in a school improvement team meeting and say, "Hey, here's some feedback we got on our current improvement plan. Let's consider it. It would be found in the minutes. It's not necessarily um required that someone respond. However, typical respectful response. Hey, thank you. I appreciate that input. We're going to look into to the information that you gave us. Um we appreciate your continued contribution to our school. Um it, you know, the the funny thing about that is that you can get somebody from across the nation. Uh we have some great stakeholders for our schools that live all over and they always want to check in on people. Um what we always say is that context is king. So what you might see as a

088data point at a school might have a different reason for reaching that data point than another school. So while we always appreciate input, uh input is something to consider, it's not necessarily something that we always act on depending on the nature and the circumstances at that moment. >> Yes sir. Any other questions? All right. Next item. Thank you, Mr. Wington. Are you staying there? >> Stay here. >> You're staying right there. The next item is the strategic plan update. If >> I can sort of kick that off. >> Um, yeah. Don't go far, Jared. We were able to share with you folks last month. I know that we had had some conversation about sort of revising and resubmitting our strategic plan. And I spoke to you guys last month about six strategic initiatives that we're

089going to focus our work for the course of this year and possibly next year depending on the data points we show. So one thing you will see if you take a spin through the strategic sorry through the school improvement plans is you see this involvement of this world word called stoic over and over again. Stoic is a part of our safe and civil schools. It's part of our champs training and it's something that we're focusing all of our work on this year. So our feeling as senior staff, as as cabinet, as executive directors, if we're going to ask our teachers and our staff and our schools to use this model, then we're going to use the same model as we're working through our strategic initiatives. So just in brief, our six initiatives are attendance, safe

090and civil schools, math one, third grade reading, graduation rate, and something we're calling accountability, transparency, and accessibility. Thank you. I I keep saying collaboration, but I know it's accessibility. So, those six models are or those six initiatives are what we're going to focus our attention on. We're going to go over a couple of them today in detail so you guys can see it and kind of get get to work around it. And then each month we are going to bring one strategic strategic in initiative back to a board meeting and give you an update on it, how close we are to completion, where it's moving, how it's doing. So, um, I wanted Jared to just talk for a minute about the Stoic model itself and then we'll have our initiative leads share with you those

091two of our strategic initiatives. Take it away, Jared. So, I apologize if you were here yesterday for the curriculum committee. You're about to hear a very very similar speech. Uh, although we're going to keep it a little bit succinct for today. Uh so the stoic model is really simply a way for us to communicate effectively and practice effectively what we want to do to accomplish goals. For instance, goals that you might see on a school improvement plan. The best way I can present this is with an analogy. I want you to pretend for a second that you woke up and you decided, you know what, I am unhealthy and I need to become healthy. What do I need to do to get healthy? The stoic model is a way for you to create a pathway

092towards better health. So we will start with the S. We're going to go S tic. The first thing I need to recognize is that I might not be the best expert and I need to find somebody who can help me. And that person is going to be, let's say, a nutritionist or somebody who's a trainer. And they're going to look at you and say, "Hey, I've got you. I understand where you are. I understand where you want to go. You've decided you want to lose seven pounds before Thanksgiving." and we've got Halloween in three days. So, we've got to account for all the variables in all the context and we're going to come up with some sour become healthy. So, for this, we want to pick three different things that we can do to get

093us on the track towards health. Now, let's say you want to talk to your trainer and they decide, I need you to lose a little bit of weight by exercising. I need you to lose a little bit of weight by getting a great night's sleep. And I want you to eat healthy. Those are the three structures, the S that we're going to put in place. Now, what I don't want to do is tell somebody that you're going to eat healthy and then walk away and never talk to them again. Because to me, most of the time, healthy sounds like Doritos. I know that Doritos aren't necessarily healthy. So, instead, what I need to do is teach me the things that I need to know so that I can eat healthy. That's the T. What we

094want to do is teach people what healthy eating habits look like. What we want to do is tell them this is the right track of exercise for you. And based on what I'm hearing you say, I think you need to sleep more. So, let's talk about what do you do right before you go to bed to help you fall asleep and sleep longer and get a good night's rest. I'm going to teach you all of those things by using a phrase that I've been using recently and you're probably going to hear me say again in December. Um, wisdom begins at the definition of terms. So when we talk about universal language in our district and we talk about saying the same thing from Castle Hane to Carolina Beach, what we really mean is that when

095we use the term low performing school, we all have the same definition of that. And if I say healthy, we all have a decent understanding of what that definition is. And when I say good night sleep or eating healthy, we are all in agreement of what that term actually means. Healthy doesn't mean Doritos. It means carrots. area. They're both orange, but one of them's better than the other. >> So, that's the T's. The O is for observe. Observe is when we're checking in. We're looking at the data. We're measuring what we are doing and we are seeing how are we actually implementing those structures into whatever it is. So, for instance, if we are working on foundations and we say one of the structures is we're going to adhere to the master schedule and Dr.

096Hamilton goes in to observe a classroom that's supposed to start foundations at 9. She's going to walk in at 9:00 and check, are we doing foundations? That's a simple are we adhering to the structure. O's also about making sure we have rightsized the data. If you come to me and say I want to lose 78 pounds, I didn't say 67. I've got a middle schooler. Um, if you say I want to use 78 pounds, that might not be a great goal for you to set by Thanksgiving. So, I want to help you rightsize that data and then observe and watch to make sure that things are going in the right direction. And as they're going in the right direction, I want to I interact positively. Interacting positively, that positive word is very important. It doesn't

097mean fluffy necessarily. It means the difference between being nice and kind, which is know what the difference between nice and kind is being honest. The difference between nice and kind is honest. Positive feedback is I want to help you progress towards your goal. So, I'm going to give you things that can help you in that direction. In some cases, it does mean bringing a pillow when some might suggest you bring a hammer to the fight. In some cases, it also means non-contingent. So, I'm going to build a relationship with you that doesn't matter whether you reach that goal or not. As a trainer, sometimes I'm just going to call and check on that person just to see how they're doing and not to ask them if they got out of bed at 4:00 to run

098five miles. I want to constantly be encouraging so that that person feels led to continue to accomplish that goal. So that when I get to C, I can correct clearly, concisely, and consistent consistently. C is about looking for red flags. So if I tell you I want to lose eight pounds, or no, actually, let's go in a different direction. Let's say I I tell you I want to get a great night's sleep, but then I check your watch, your Fitbit, and it says you're really only getting six hours when you want to get eight. I might ask you questions. When are you working out? Oh, you're working out at 8 o'clock at night. You're probably too hyped and you can't go to bed. Let's change your workout schedule. Oh, you're reading your phone for two

099hours in doomcroll and maybe we want to put that away and put it out of arms reach so that we can finally get to sleep at night. Correcting is about looking for red flags. It's about helping people realize where their gaps are and then going back to the eye, encouraging and interacting with folks positively so that they can close those gaps and reach the goals. So, we are building some of these and we're going to talk about them now. But the ultimate for all of this is that we speak the same language. We go in the same direction and we support each other as we're moving to and beyond the goals that we're getting ready to set. That's about 10,000 pages of professional development and stoic condensed to about four and a half minutes. So,

100I'll stop there. So, I want to reference what Jared said about wisdom comes at the definition of terms. We want to make sure they're all using the same language. And so, that's why we built this model to do our strategic initiatives with. They all tie in directly to our strategic plan. So, we decided to pick just a couple to show you just to highlight this in real time. I will tell you that these models are very word intensive and we want you to understand that like we talked about last month, this is the menu. The actual recipe is another stoic model that's deeper dive than what you're going to see today. This is really about the public being able to access what we're doing and why. The actual work is also being done in a

101stoic model deeper than this. So, we took two. We took attendance and saved and civil schools. So, I'll let you guys decide which one do you want to attack first. >> Safe and civil. >> We're going to do it with Julie first and saving civil. >> Okay. Um, thank you Jared. I think um, yes, nicely done. Nicely done. So, um, we're going to talk just a minute about how STOIC applies to safe and civil schools as more than just a broad umbrella for this, um, continuous improvement work, but, um, safe and civil schools more around the classroom management component. um that is specific to student behavior, but um educator behavior ahead of student behavior because we know that anytime we have we set goals for where we want to be in this work of um

102you know human service, we know we're talking about behavior change and I think Jared did an excellent job of describing how Stoic leads us through behavior change. Um so with regard to the classroom management process and again um we have our goal here on reducing student um disruptions and office referrals. We are be we will be implementing systems monitoring progress and of course providing that ongoing staff training to maximize instructional time. On the on the um the impact level we are talking about student engagement and the type of student engagement that we have in the classroom. So we can move to the next and again this is word intensive great way to describe this. Um essentially when we're talking about structure with regard to student behaviors and classroom management we're specifically talking about having structure

103that organizes classrooms to prevent misbehavior at the same time encouraging student engagement. So I'm I'm kind of giving a summary of the lots of words in the briefer version. T the teaching is teaching expectations and specifically clarifying for students how to function successfully within that structure. If the structure doesn't make sense to a student, they will not be able to authentically engage to the point that learning occurs. And it's also about fostering student success with repetition, with practice, with inspiration. And I think you heard that in um what Jared was sharing. Oh, the observation piece when it comes to safe and civil schools and specifically classroom management involves continually circulating through the classroom and periodically collecting that observational data on student behaviors to uncover those trends and to identify those areas that are needing improvement.

104The I and stoic would be interacting positively. You heard that consistently also involving building those positive relationships with students and giving that positive feedback and making sure that it's developmentally appropriate. It's age appropriate for the developmental level of our students. See the correction piece. Of course, that's going to be necessary in any effective classroom management system. Offering those guidelines for responding to undesirable behavior. We need to explicitly provide our educators with those um opportunities, those options almost that oh I don't want to use menu because it's going to mess up kind of the structure, but having um practical and helpful ways to respond to student behaviors that are undesired in the classroom and that are interfering with their learning. And we want to make sure that they are able to do that consistently, immediately, and

105briefly because the longer we focus on that, we understand that we're going to get more of what we target and more of what we focus on. >> We want to make sure that every bit of correction in the classroom is all about teaching and retaching the appropriate behavior, not placing a high emphasis on the inappropriate or undesired behavior. So in a nutshell, this would be the stoic approach to classroom management specific to safe civil schools. >> Miss Bradford, >> on the previous slide where it says progress in the baseline, I see 47.3 and then I see a target of 54. So you want to reduce the student direct disruptions by 47. What what's that number? What's the percentage? What's it referring to? So, I'm I'm seeing that as well and and I don't have a

106great answer for that exact percentage, but I think Anita has her hand up or her she had a finger up. Hold on. [laughter] >> Lord, give her a mic. >> All right. So, I can speak to that. Part of what we're talking about, we've actually been talking about this several different times about whether we are going to be monitoring the increase in student engagement or the reduction in office referrals and I believe that that is something that we are still sort of struggling through what we want to assess. My concern is what you really want to assess is engagement in in in learning. However, that is a hard thing to assess. assessing a reduction in the amount of office referrals I think is where we're going to attack this the first year. So I will

107update that correctly. Um but the idea is that we were shooting for that but I think we're going to have to look first at a reduction in the negative before we look at increasing the positive. >> Was it possibly the maximize the last three words there maximize instructional time? >> I think I think it is >> 47 to 54. That would make sense. >> Yes. So and the most the most quantitative way to measure I agree with Dr. Barnes, the most quantitative way to measure the student engagement is to measure that um regaining of instructional time by by um measuring the disruptions. >> Dr. Merrick, >> so in the the sea of Stoic in the safe and civil schools, is that where reframing behavior mostly shows up? Uh I mean, I'm not sure. >> So,

108I think it really could fall into any of those areas. That's an additional component for for us. and and reframing behavior really focuses on staff well-being and having an understanding of the root cause of some student behaviors that they see in their classroom. And that falls into part of it can fall into structure, us providing um some additional information and a greater knowledge base. It also falls into teaching because we're providing them with a greater understanding of the brainbased approach to behaviors. And then the rest of the components in reframing behavior can fit into all of those because we do provide those ongoing discussions in professional learning communities. That's a great question. >> Any other questions? >> Look how excited she got when you connected reframing behavior though. I want to reference that. I was

109because that is exactly >> sort of the vehicle by which some of that will work. I think it's really Yeah. >> Yeah. >> All right. So, next was attendance. >> Okay. We're going to jump into attendance. Thank you. >> That work? Okay. >> Okay. So, for attendance, it's a lot more clear-cut than than behavior. So, the goals for there, we want to reduce the number of students who are chronically absent as by 10% as well as reducing the number of students who are in that warning category. So, we don't want to just reduce chronically absent students, but also the students that are in that warning category. So, we have those two goals set for attendance. the um the stoic model. So um for the ask basically we want to ensure that we have safe and

110supportive schools and learning environments. Um clear routines and expectations are the are going to be the key piece here for attendance. We've got schools already doing that that I think Dr. Barnes showed you the the card for the calendar and how they're measuring their absences and even some schools are putting up um basically kids absent the previous day and how many tardies there were kind of some some peer pressure there on the parents as well as on the students. Um I believe we even have some schools that are um rewarding classes you know when their attendance reach a certain percentage. So those are some of the exp or procedures and routines that they're putting in place there and the the goal is always positive ones. So the T is to explicitly teach students but not

111just students but the families also and staff the importance of consistent timely attendance. So the attendance for the students is critical but the attendance also for the staff is just as important. So, we want to make sure that we are covering all of our areas and making sure everybody understands the importance of um students being present, staff being present in order for students to actually be successful in learning their content. Um our O for monitoring is monitoring the patterns and actually Infinite Campus is going to help us do this very well. there's actually a dashboard that principles will be able to have so that they can actually identify those attendance um areas insights that they want to monitor throughout the year. So they'll they'll be able to monitor the attendance patterns um identify trends and

112also celebrate those improvements and then intervene when when they need to. Um your eye is to to build that strong respectful relationships. Uh we always say that building relationships with students is a key factor in students being successful. So recognizing those improvements, encouraging engagement, having those conversations with the students in the hall and and thanking them for coming to school. And then our C is then to respond to the attendance issues promptly and consistently. So when they see those areas, when they see students getting close to that warning level, having conversations with student as well as the parents to see what's the barriers for them getting to school and see if we can help them out and that is our attendance in a nutshell. >> So a couple of other examples for this one thing

113I love is that a lot of our schools have said, "Okay, here are 30 students that are were chronically absent last year. Each of them has a staff member who monitors them daily, checks on them every day, and calls the parent every day that they're not at school to kind of reinforce how important attendance is. Lots of initiatives, and this is a new thing that we've just developed this year, which I'm so excited about. Every parent has access to one of these. Some of them are on magnets on your fridge at home already, but every time you are absent, you can mark the date down and track for yourself how close you are to being in a warning zone or in a chronic attendance issue. So, we're really excited about the direction that that's going.

114Sorry. Thank you. >> I was excited about that, too, just because it's a great way to hold parents accountable and include them in all of it. But I think also something that has been um brought up by our superintendent is that the the way that schools are doing it, they're doing it this way, but they're also recognizing um and having that accountability piece when they walk in the door. So some schools have signs up of how many tardies there are, how many whatever. And so I think that accountability piece um being implemented in in all these schools is great as well. Um I saw Mr. Wilbbor and then Mr. Perry and we'll get to Alia. Um I I would just ask if we could just you know for people that are watching redefine what chronically

115absent is >> please. >> So the the definition for chronic absenteeism comes through a huge body of research on what is that tipping point where students um not being a part of their instructional environment are no longer really able to be as productive and and successful as they would be. So really the calculation is around missing 10% of your instructional time. And so it doesn't necessarily mean at the end of the school year we look to see if you missed around 17 to 18 school days. It means that in the first 10 days we look to see if you've missed one and if the next 10 days you've missed another. So it's constantly measuring that 10% across the across the school year. >> Great. Thank you. >> Uh Mr. Okay. >> When it comes to

116attendance, do you is it straight attendance or I mean if you got sick kids or there's excused reasons or doctor's visits or what have you, do you those factor in when you're determining that because obviously if you've got an outbreak of some kind of a flu epidemic, your numbers are going to go up as far as absences. So, and so >> absolutely and we know that that we don't necessarily want to encourage really sick children to come to school. >> Thank you. >> Right. So, along with the magnets um that many of our principles have provided for families for their fridge on tracking their attendance, there's also one that many of our schools are using that says, you know, how do I know if I'm too sick to to attend school? And those are helpful

117because we don't want to just reinforce and focus on perfect attendance because that not that's not necessarily realistic or healthy for the entire school environment. So there's a difference in um reinforcing and tracking toward being present and on time and present as much as possible and another for making sure you don't miss any school. So we want to make sure that we're still being very realistic. Families have um illness. they may have um you know other family obligations that they have to attend to. So this is separate and apart from excuses and unexcused you know notification days. This is separate and apart from compulsory attendance where you can only miss a certain number of unexcused days. This is really just our campaign around be here as much as you possibly can and we really want

118to rally around supporting and celebrating that. >> Excellent. Thank you. And when you go ahead and say, "Okay, if we can winnow this down from 24,000 kids that we're worrying about to 3,000, then we can go, let's dig into the 3,000, see how many of those are medically fragile, how many of those have issues that that may impact on that. But also too, it gives us an early warning so we can maybe support families if something's going on earlier as well." >> Dr. Merrick, then I believe Miss Bradford. No, and then Miss Burnhart. So, Dr. Americans smarter. >> I love the idea that we know that 10% there's a there's a clear demarcation there, but my guess is there's probably research out there that shows, well, what happens if you lose if you miss 5%

119or 7%. And I I I think RA I mean, I I love the idea of the simplicity of this. Hey, we want your kids in school. But the next level of that is to be able to help parents to understand here's what we know about when kids miss three days in a semester. Here's what we know when they, you know, and if there's any metrics that we can share with that, I think it just goes a long way to public education. Obviously, this clear, concise magnet, I love it. But it's nice to be able to also help them to understand why Thank you, Madam Chair. I love the discussion that's been had around the table. Um, just to encourage the frequency, but also to acknowledge that there are going to be times that we have

120families who are out for perfectly valid reasons. And one of the delineations, and you said excused and unexcused. We dug into that in policy before of talking about there are legal absence, lawful and unlawful absences. And that was the discussion. That is how you get what is excused and what is not excused. And so it's not just that we're picking and choosing who is more worthy of an excused absence or not. And so I think that delineation stay out there. I did also want to touch on the fact that a few years ago we had some issues with students who were keeping up but had a large amount of absences. And can we just um just reassure those families that we are going to be working with them? I know it's happening in the school

121system, but if you have a child who is medically fragile, who might be missing more than those days, that there is a plan in place to support those kids as well. Can you just speak to that for a moment? >> Of course. Anytime we have a student that has um serious health conditions that are interfering with their ability to participate fully in school, we want to make sure we know as much as is appropriate for the school team to know and if it's if it's necessary to have a an emergency action plan or an emergency health plan for that child. And we also want to make sure that the team that supports that student is able to um to have regular collaboration, regular dialogue with that family around the immediate and ongoing health needs so

122that we can support them continuing to progress as much as possible in their education. So, anytime a family has concerns over their child's health, please make sure you're talking with your school nurse, your administration, your child's teacher, and there are plenty of opportunities for us to create a plan to support. >> Thank you, >> Miss Bradford. >> If I'm reading this right, the baseline for 2425, we had 5,543 students chronically absent. And if my is correct, >> my little percentage calculator is working correctly. That's 23% of our student population. It's more than 23% of our student population that's chronically absent. So this is an awesome thing that you're doing anything at home. All right. The next item is Cape Community College testing protocol. Miss Princeton. >> Yes. Just wanted to make you aware of um

123a program that [clears throat] excuse me Kate Beer Community College is using in their classes. Um the program is called Respondest. It is a lockdown browser which basically stops students from opening up any other application or window when they're taking an assessment. Teachers are the ones who set it up when they um set up their assessment online. These are for our online courses and they're wanting to starting to use the fully automated proctoring version which means that the students webcam would come on and record the student while they're taking the assessment and it tracks information and provides a report um addressing what's called flagged events which would be where kids are kind of looking over outside of their their screen for an extended period of time. a glance here and there. It's not kind of

124track it, I don't believe, but it's like the extended period of time. As well as the flag events, they'll also get like proctoring results. So that way the instructor then can review that and then make the determination whether you know have conversation with the student or make the determination whether they feel like the student has cheated on their assessment. Um teachers do set this up individually every time they set do an assessment and the students have to complete a pre-exam which part of that is a webcam check. >> Parents would have to be asked to acknowledge there's a form we actually have students fill out and parents sign off on both where they're acknowledging lots of statements. One of the statements we would change to be that you know Kier uses this program and the

125parents acknowledge that they understand that this is what this means and the camera coming on and they also understand that the student they don't want that the student could go on campus and take the test assessment there or there's other options of doing like a face-to-face test or class excuse me instead of the online version. So there are other options for the families who necessarily aren't comfortable with this this part of their assessment. The it's not all the classes that they're looking to use it right now that start in math and science because that's where they feel like they're having um their biggest issue. the the university one second I'm sorry sir the university made us aware of the changes they were making universitywide or CFCC is doing this collegewide and so we of course

126wanted to make sure that we are finding ways to inform parents about that before they sign up for those classes make sure they're aware and then also an opt out clause and sort of procedure if they don't so >> uh Miss Barnhart and then I think Mr. Okay. I just wanted to acknowledge uh the fact that we're making sure that the parents understand and are consenting to that. I know we discussed that at our kind of round table um meeting, but I think that's so important because it's an automatic thing that will trigger a camera. So, just to make the parents aware of being full this is not this is not us doing it, but it's a requirement of the class and making them aware that there is an alternative. They can go in and

127test and still get that credit if that's not something they're comfortable with. So, I just want to acknowledge that. Thank you very much. >> Uh, Mr. Perry. >> Yes. I would definitely have some concerns if the parents didn't have options, but it it sounds like they do, so that's great with me. My only question is the computers they use for these, are these uh Cape Community College laptops or are these NHCS laptops? And what kind of access do we have to give KPI to our to our assets in order for this to happen? They would have to use ours because some students don't have their personal ones and Kier doesn't give to take home. So that would be our New Hampshire public school devices. We don't give KPI access to the device. It's the program

128that would have the access. And we already have the lockdown browser piece installed on there for the students to use. So it's the pro program that has access, not anybody at the school that or at the community college that actually has access. So you would still be in control of it then >> in control of >> or of the access in general though it's it's it's it's giving access to this application have have access to the camera but that's they don't need to get in and configure registry items in the >> correct correct >> thank any other questions on there. >> Okay so the next >> and then we'll start in the spring. We just wanted to make sure you folks were aware before we made parents aware, >> which I guess we just did.

129>> All right. So, the next item up is um the Robert's rules of order training. Um so, the board voted during the October 2nd meeting to have Miss Nelson conduct the training and pay her stated fee. I relayed to the board that Miss Nelson said she would try to work within our budget and Dr. Merrick Voiced a desire for the chair to check with Miss Nelson to inquire if she would accept a reduced fee. However, if necessary, the board would pay her fee as described for the training. That vote was five to two. There was a motion made by Miss Bradford at the October 7th board meeting to reconsider that motion. As chair, I failed to catch the error at the time, and the attorneys nor board members called my attention to the error. However,

130I have learned that the motion to reconsider was out of order because the motion can only be made by a member who voted on the prevailing side and Miss Bradford voted against the motion that was adopted. Therefore, she was not on the prevailing side. For our [snorts] purposes, the motion to reconsider must also be made on the same day the original vote was taken. Also, [snorts] the motion to reconsider cannot be applied to an affirmative vote whose provisions have partly car been partly carried out. As I announced at the October 7th meeting, after learning the board had voted to hire her to conduct the training, Miss Nelson began working and viewing our past meetings. In our initial conversation with Miss Nelson, which included Dr. Barnes, she mentioned a great resource that every board member should

131have, rules of order in brief. [snorts] Dr. Barnes offered to purchase the books for each of us, and they were distributed to you earlier. Um I also have a sheet of parliamentary procedure at a glance that Miss Nelson provided for us to review before our training. Now [snorts] just for noting the inbrief book is not a replacement for parliamentary authority [snorts] which is this book Robert's Rules of Order 12th edition. The in brief is the only authorized concise guide [snorts] offering a partial summary of Robert's rules of order and it contains many cross references which I've already found helpful. Therefore, to consider to reconsider the motion from October 7th at today's meeting would be out of order. >> [snorts] >> This incident caused me to reflect on my responsibility as the chair of the board

132and therefore as of October 13th, I have invested personally in training in Robert's rules of order from a professional registered parliamentarian. I take my responsibility seriously and I will try my best to study and learn so you can depend on your chair to rule in accordance with our adopted parliamentary authority. If the board no longer desires for Miss Nelson to conduct the training and prefers to contract with someone who is not a credentialed parliamentarian, then I believe we must pay Miss Nelson for the time she has spent preparing for our meeting [snorts] for our training. I'm sorry. When I last spoke with her, she said she had watched all of our regular meetings and agenda review and a few other meetings from August 4th through October 7th. She estimated that she had completed approximately 17

133hours of watching meetings and taking notes. And that is all I have to say about that. So, um, with that being said, since I consider that an outof order motion, we're going to continue on to the next item, which is the NC DIT update. And, [snorts] um, I know that Miss Barnhart has had a lot of communication with them. So, I've asked her to kind of give a little bit of brief information about what she's learned so far. >> Point of order. Madam Chair, before we move from the Roberts rule of order to the NCBIT, are you I'm afraid I just need to understand the full parameters of your ruling here. Um, from what I'm gathering, and I did not know this about Robert's rules of order, that you had to be, you know, in

134order to reexamine uh vote, >> you have to have been one who originally voted for it. >> Correct. >> Um, that's news to me. My >> if this is all said and done and we're there's nothing more to discuss, I'm fine. We can move on. But I'm really concerned that it's not just about whether or not we would have to pay uh Miss Nelson, but also uh whether we would be in breach of contract. I mean, if you've actually made a verbal agreement with her, >> it wasn't me. It was the board that voted. That was recorded a verbal contract with her. >> That's when she began her work. Yes. >> Yeah. Okay. But if that's all done and Okay. I consider this to be a a moot point because it was out of order.

135>> Thank you. >> Uh Mr. Perry and then Miss Bradford. >> I just wanted to I believe that I seconded Miss Bradford motion at the time. So I don't know if that has any bearing on it because even though I was the one who voted for it in the first place um maybe um but I given that you had already made a contract. I was not aware that you had she had already had work. I have no I was for uh us reconsidering it but that was under the I obviously she's already put work into it and thank you >> Mr. record. >> One question. I had studied that section of Roberts and to be honest, I knew that it would need to be somebody that wasn't. So, I was threatening carried away on that.

136Um, but I question your decision on it had to be the same day and I would like to see the reference in the real Roberts. You can do it offline. Um, just to share that with me. And just a point of clarification, there is no such thing in North Carolina as a verbal contract. Nothing doesn't exist. So it need to be a written contract in order to be enforceable. >> So in this handy dandy book that I have gotten a lot of use out of. So I highly recommend board members. It's an easy read. I highly re recommend you read it. Um in this it references [snorts] this one is in this book it's page 58 and it references it at the bottom. Uh, I think that one the motion seems true that might be

137a different part of it. >> No, it's there. I mean, it talks about >> it says it says if a motion has been either adopted or defeated during a meeting and at least one member who voted on the winning side wants to have the vote reconsidered, such a member may make the motion to reconsider. This motion can only be made by a member who voted on the winning side. Um, moving over to page 59 to address uh my colleague to the right. It says, "This motion can however be seconded by any member no matter how he or she voted." And then the next paragraph on page 59, it says, "Another important thing that you must know about reconsider is that there is only a limited period of time within which it can be made. In

138the usual case, this motion can be made only on the same day on which the vote sought to be reconsidered was taken. Dr. Merrick, >> one last comment and um thank you to my colleague across the way about clarifying uh the legalities of contracts. I think I would want to take it a little bit further and say that our relationship with the public and our relationship with our vendors is very important and even if we have not signed a contract if we've given our word um I think that's important and the fact that we the whole board voted for this originally um I I can't >> Yeah. Well, but that's majority that's our board. >> Yeah. >> Um so I think that uh it would be I understand how you came to your conclusion. I

139concur. >> Mr. Waldar, >> just a question. You had mentioned, you know, the the possibility of her working with us. Was there any response to that? >> The pricing was the was the issue. Um, and then this motion was made and so there was a pause put on there. Um, >> so that we could have this >> this conversation and um I'm going to be reaching out to her after today's meeting to talk to her further about >> about that. So >> all right. Okay. On to NCDIT. Miss Barnhart, can you give us I know we were both involved. um you did a great job of like connecting the superintendent, myself, and you with the state um after all of the breach happened. Um and so just kind of a update on what you've what

140you've acquired since then. >> Uh yes, thank you, Madam Chair. Um I just want to again thank my colleagues. Back in February 4th, we wrote uh we wrote and adopted a letter to Attorney General Jeff Jackson to investigate and pursue legal action against P school. I actually had a phone conversation with um with his office about two weeks ago just to kind of get an update of where we were. Um there's not a settlement yet. And so um what what I was allowed to ask and get a response was that there are multiple states that North Carolina is working with in pursuing action against P school. those details are not necessarily public information at the time because they want to ensure that um whatever comes forth is going to stick. Um however, I do know

141that as they've been working through this process, one of the things and we've been concerned with the same thing transitioning to Infinite Campus with um NCDPI um is that changes are to be made so that this doesn't happen again. And so I know that his office has been in contact with them as well as NCDIT, Department of Information Technology. And so I had organized a call earlier this year um included the superintendent and the chairwoman um to reach out to that office and just to see if there is an opportunity if we would like to um have them come and speak to us. Specifically, the conversation that we had was around protocol changes and updates so that we can make sure that we are making good decisions when we're when we're dealing with protecting the

142security of our students and our staff um and different things that can be in place. One of the big takeaways that I think came about in the conversation, the brief one that we had is looking atus when we are signing on to something. Typically, there's a standard of expectation when you start a contract with somebody. However, sometimes the upkeep of what those expectations a if it's a multi-year contract um don't always go through the same scrutiny. So, things will change after two years and you know, maybe they didn't they did an audit two years ago and it's a five-year contract. And so, that was something that was brought to attention. And so, I don't have a full all list of all the changes that NCDIT has done. I know they said that they are working

143with um the attorney general's office. They're working with NC DPI to ensure that they're making good practices and best practices changes. So, um I did want to put that out there that I know there's an opportunity that we could get a representative if we wanted to ask questions. Um they would be a better job and I'm looking at my tech guy back there that he would probably know more of those things as well. I know our district, we have taken precautionary items and we've been briefed as a board what some of those are to make sure that um student data and staff data is protected and secure um and not any extra information that it is personal, does not have to be stored anywhere but um our own servers. And so that's kind of the

144brief update. And I'm I I asked I said when I was on the phone with the attorney general's office, I said, "So, are we thinking it might be like next month they're going to close something?" And he laughed at me. Um, but I said I said, "Okay." So, I said, "So, maybe in another month or two just to check back in." So, it is definitely something that has not been lost. Um, and I'm grateful for our state attorney general to continue to pursue this because there's been a lot of heartache and a lot of frustration and anger. And so I the Madam Chair, if that's a good enough report, that's kind of where we're at. Thank you so much. >> I appreciate that. Thank you, Miss Martin, for digging into that, for taking time and

145really kind of taking the reigns on that. I I very much appreciate that. Um, did I see hands up over here? Uh, Dr. I I wasn't quite sure if my colleague was um making a motion to have someone come and educate us. Um if I'm understanding you correctly because in in some ways this is out of our hands largely, right? The NCDPI tells us which program we're going to use. We don't have a lot of choice about it. We don't actually individually contract with you know infants campus or any of the other uh applications that are going to come along uh as we go. But to understand the situation also gives us more abs access to what advocacy we could you know provide right because you know whether it's the legislative uh committee or or

146if directly advocating ourselves um I am all in favor of learning more about how this how this works and and how we could uh how we could learn to advocate for ourselves. >> Mr. Perry, did you have your hand up? No, I >> Okay, Miss Barnhart, go ahead. >> I mean, if if it my colleague, I would be happy to if you want to motion that and I'll second it to put it on agenda of in the coming future to reach out to a rep rep. I don't care if it's a regular board meeting or agenda review just to have that. I'm happy to do that. I know that our technology department is in contact and make sure that they're up to date with um changes and protocols and things like that. So, um I

147I do want to make aware that we do have that connection as far as our district is doing it. I just maybe it would be helpful for us and I agree that there are some choices that are outside of our control that we are required to utilize. But we we also have the choice of working with different vendors. So maybe help helping that education can help us as we are contracting through theus to specifically put different things and protocols in place. I are you asking me to make a motion? >> Yeah, I was like if you wanted to, I would happy to second or vice versa. But yeah, >> it's you. >> Okay, somebody make a motion. >> I'm happy to make a motion to do it. Put it on the the next in the

148next few months agenda. >> Can we do it on agenda review? >> Yes, I'd like to see. Would you would you be willing open to that? >> Sure. I'll make a motion to request on agenda review a representative from NCBIT to come and just address our board so we can openly ask questions. second >> and perhaps we could hear from um our techn department first to see so we you can educate us on how we listen and and what questions we ask so maybe we put it far enough into the future that we can have that discussion >> I would second if you're if you're amendable to that >> I think there's already a second >> oh to it okay never mind >> um was there a specific time frame that was given to >>

149no madam chair would um request working with you and just to see on the upcoming agendas what would be most feasible and work with their schedule because I have no idea what it's like >> and would you be I'm sorry >> Dr. Mayor >> and would you be amendable to um being informed by the tech by uh by our technical you know experts first >> involving our experts as well and that I think would be important. >> Thank you. >> All right. So there is a motion to place NCDIT presentation uh the NCDIT presentation on a future agenda review agenda and it was seconded. Is there any further discussion on that hearing? None. All those in favor signify by saying I. I. Any opposed? >> That passes six to zero. Next up the next item

150is uh facilities condition assessment com. Oh, I'm sorry. Security camera contract. I skipped one. Sorry. >> Yes. Um, I'm bringing this for a vote to this meeting because the vendor is raising their prices come November the 1st and so we'd like to have approval for this contract to replace the security cameras at Laney. Um, the current ones there are are outdated and the quality of image is is not not what we would like. So, um, we've got this, we're going to use a co-op that we are a partner of, and we'd like to purchase the security cameras for, um, $356,469.99. >> Um, I saw Miss Bradford's hand up and then Mr. Perry. And >> um, may I ask Miss Brson a question? Is this the same contract that you discussed with us on Friday, the

151board members who were invited to the superintendent's office to meet with you and you discussed it with us there? >> Yes, ma'am. >> Thank you. >> Okay, Mr. Perry, >> is this strictly cameras or or my understanding is Ricardo Systems are currently storing the video data on the cloud. Am I correct in this matter? Will there be more of that included in this contract or is the uh is this strictly a camera upgrade? It's replacing the camera, but it's also um having the licenses and their um their operating system. Basically, there's a on-site storage. So, it actually stores locally to the um to the camera itself. And then when you request it is when it goes to the cloud. I'm just making sure I'm saying the right thing over there. >> Yes. >> So, there

152there is some cloud services with it. Yes. Is it permanently stored in the cloud once that is done or not? >> No, I don't believe it is. >> Okay. Oh, then I have no problem. >> It writes over actually 30 days on itself on the on the on-site storage on the actual camera itself. >> Obviously, this data is just so the public knows obviously this data is very sensitive. uh and we wouldn't if somebody were to hack into a cloud system to try to get everybody in America's allard's customers uh video they could they could they could do a real whammy on on our schools like what happened in power school. So it's good to know that it's it's not permanently stored there. Thank you >> Mr. Wor. >> I make a motion that we

153uh go ahead and purchase the Verka camera systems for Laney High School. >> Second you missed it. Any further discussion? There's a motion to approve the contract with Ricardo. >> Ricardo. >> Miss Barnhart, >> I just have one question, Madam Chair, and I I I think I offered this to you when in our briefing, but is there an opportunity for us to negotiate a long-term contract that kind of locks in those lower prices as we move forward? I know it's on um our facilities needs for the next couple years to have it, so I just didn't know if there's an opportunity for that. Correct. It is something that we can talk to the vendor about. I wanted to wait till this was done before we go back out and reach, but it is something that

154we can to work out and negotiate. Yes. >> Thank you. So, the motion on the table is to approve the contract with Ricotta Camera Systems. Any further discussion? All right. All those in favor signify by saying I. >> I. >> Any opposed? >> That passes six to zero. Now we're on to the facilities condition assessment contract. >> Thank you. Uh I'm bringing this to the board for vote today primarily because I hope to get it on the agenda at the monthly meeting in October. um we get some push back and given the timeline we're hoping to start as soon as possible because the facility condition assessment is something that we're hoping we're planning to use as part of um prioritizing our bond projects. So this is information um a systematic approach to look at kind

155of a baseline condition for all of our buildings and building systems across the district. Um their their goal is to give us some shortterm and long as well as long-term data that we can use to help guide our decision making investment. >> Any questions? Minister, >> when was the last time we did a facilities needs uh survey? >> I don't remember off the top of my head. I I will find out. >> Okay, Dr. Merrick. But it is something we do on a regular basis. Every school district does should do on a regular basis. >> Yes. Actually, you just I apologize. It was it would have been almost five years, six years ago maybe because I think the state requires it every five years. So, one of the things that will happen is once we've

156done this, it that information will also be used to upload to the state as well. >> Mandatory. >> This is something we've been in conversation with our county commissioners about as well. And what's nice is it's a unified comprehensive plan. You know, we have our roof plan over here. We have our HVAC plan over here. This will put everything under one bucket and help us make some real long-term strategic decisions. >> Mr. I'll make a motion that we [laughter] >> Yeah, whatever I was going to say. >> I'm going to get in. >> I make a motion that we all go dancing tonight. No, that was not it. Kidding. Uh I make a motion we move forward with the uh contract for the facilities condition assessment services. >> Second. >> Yes. >> Second. >> Yes.

157Still it was still a second. >> Okay. Um so the the motion on the table is to approve the contract with uh Turner Townsend and Hury for facilities condition assessment contract. Uh any discussion, Mr. Perry? >> Just have we done any comparison shopping? Is or is this uh is this the best price for what we're getting here? >> So, we did have a couple of conversations, but what we ended up doing is ended up working with these folks. They came recommended from having worked with Durham Public Schools as well um doing a similar project. They're part of a purchasing cooperative. So in the interest of time, we decided to move forward with them because purchasing because the cooperative uh allows they already met all the procurement process requirements. And so as opposed to having to

158bid it out timewise, we felt like their um their experience with public school systems doing this very thing and giving us it it's somewhat specialized skill set as well. [snorts] So we felt like that in the interest of time and knowing that they were part of the purching cooperative, they were going to be the best choice. >> Go ahead, Mr. >> Can I ask our attorney s is that all legal to do that or do we need an RFP? >> Is it legal? I'm going to just Is it legal to not put out a bid? We we included a statement of exemption >> from our purchasing officer that shows it is in it is in line with the state statute. >> Thank you. >> Because that was that was one of the holdups is why

159we weren't able to get it. I wasn't able to bring it to the standard board meeting earlier this month because I wanted to make sure that we were following rules. >> Thank you, sir. Dr. Merrick. And if I can, if it's this specialized, my guess is even if you put it out for bid, you might only get one or maybe, you know, would we get the requirement of three people anyway? Three companies. So, as long as it's legal, I'm for it. >> Okay. >> I was just >> Okay. So, the motion on the table is to approve a contract with Turner and Towns and Hairy for a facilities condition assessment. There is no further discussion. All those in favor signify by saying I. >> I. Any opposed? That passes six to zero. >> Thank you.

160>> Um, so I will entertain a motion to go into close session pursuant to general statute 143-318.11c for the following purposes. To prevent the disclosure of information that's privileged or confidential pursuant to general statute 115 C-402 and not considered a public record within the meaning of chapter 132 of the general statutes. To prevent the disclosure of student records rendered confidential under the family educational rights to consult with an attorney in order to preserve attorney client privilege between the attorney and the board and to consider the qualifications, competence, performance, character, fitness, conditions of appointment or conditions of initial employment of an individual employed or considered for employment within the school system or to hear or investigate a complaint, charge or grievance by by or against any individual employee. Do I hear such a motion? >> Second.

161[laughter] >> All right. All those in favor signify by saying I. I >> I >> opposed. We are enclosed. >> Take about five minutes and get in in the room. All right. >> All right. >> I'm so excited. >> Board members, we still have to ver vote on personnel. So I make a motion to approve the personnel reported. >> All right. Any discussion? Hearing none. All those in favor signify by saying I. >> I. Any opposed? That passes 6 to zero. >> I will entertain a motion to adjurnn. >> So moved. >> Second. [laughter] >> All right. Uh all those in favor signify by saying I. >> I. Any opposed? >> No. >> That passes 5 to one. We are adjourned. He likes a meeting, I tell you.